The Effect of Blended Learning Model and Learning Motivation on Students’ Writing Ability of Public Islamic High School Students in Indonesia

The objective of the study is to investigates students’ writing ability of XII grade students in Public Islamic High School Tanjungpinang by comparing blended learning model and face-to-face learning model. This quasi-experimental study used two groups: the experimental group who were taught using blended learning and control group who were taught using face-to-face learning. The population was XII grade students. A sample of 60 students was divided into 2 groups, with 30 students as the control group and 30 students as the experimental group. The techniques for collecting the data were a test method by giving a written test and non-testing method by distributing a questionnaire. The results of study show that there is significant effect on students' writing ability and the learning model, there is significant effect on students' writing ability and learning motivation, and there is no interaction between learning models, learning motivation and writing ability.


INTRODUCTION
As a learner, learning is very important because without learning we will not know what we should know.The learning process is the key to the success of education, so that the learning process is of high quality, quality services are needed.In any situation, the teaching and learning process must continue.In the current pandemic period, the government is trying to continue to carry out teaching and learning activities even though the limited face-to-face learning (Abdel Latif, 2022;Adedoyin & Soykan, 2020).In the academic year 2021/2022, Public Islamic High School (PIHS) Tanjungpinang, located in Kepulauan Riau province, Indonesia, is one of the schools that implements limited face-to-face learning.This school conducts two learning sessions, each session only 50 percent of students can attend in the class.One hour lesson is only 30 minutes long, while one session is only 120 minutes.Concerning this learning system, it is undeniable that it causes several problems.One of the problems is about the acceptance and understanding of the material that is not optimal because during the learning process, students are only filled with learning materials and there is minimal opportunity for students to engage with the material and get proper feedback about the material provided (Bahasoan et al., 2020).
Based on preliminary research, the researchers captured that during face-to-face learning models in the school, the teachers often use lecturing methods (one-way teaching interaction) which are less able to arouse student activity in learning so that many students get scores still below 75 in other words still under minimum competency criteria (KKM).To create an active atmosphere and foster learning motivation, teachers should choose learning models that can stimulate the enthusiasm of each student to be actively involved in learning activities that make their learning experience (Suadi, 2021;Tukan, 2020).It is undeniable that mastery of the material taught and student learning outcomes are influenced by the selection of learning models used by teachers in the classroom.In fact, learning that is often used by teachers in the teaching and learning process in almost all subjects is conventional learning.As is well known, this conventional learning flow is where the teacher delivers learning materials with lectures in front of the class, students listen and take notes, and ends with giving assignments at home.This results in student learning outcomes that are less optimal.
Therefore, to build student understanding and student learning activities towards a material, a serious teacher effort is needed.One effort that can be done by teachers is to apply Blended learning with e-learningbased learning tools, which is expected to eliminate student boredom so as to improve student learning outcomes.Previous studies reported the positive impact of bringing blended instruction into classroom to improve students' learning effectiveness (Shapley et al., 2011;Tang et al., 2022).However, the study Based on these problems, this study is conducted to answer the research questions formulated as follows: (1) Is there any significant effect on students' writing ability and learning model?(2) Is there any significant effect on students' writing ability and learning motivation?(3) Is there any interaction effect between learning model and motivation on students' writing ability?Based on the research questions raised, the objectives of this research are; (1) find out how is the effect students' writing ability between students who taught by blended learning and the face-to-face learning model, (2) find out how is the effect students' writing ability who have high, medium and low learning motivation (3) knowing the interaction using blended learning model, face-to-face learning model and students' learning motivation towards writing ability.
Blended learning is a term that comes from English, which consists of two syllables, namely blended and learning.Bended learning is basically a combination of the advantages of face-to-face and virtual learning (Smith & Hill, 2019).The term blended learning was originally used to describe subjects that tried to combine face-to-face learning with online learning.In addition to blended learning, there is the term hybrid learning.
The term contains the same meaning, namely a combination, mixing or combination of learning.Blended Learning is a further development of the e-learning method, namely a learning method that combines elearning systems with conventional or face-to-face methods.Blended learning as a combination of the characteristics of traditional learning and electronic learning environment or blended learning.Combining aspects of blended learning such as web-based learning, video streaming, communication synchronous and asynchronous audio with traditional "face-to-face" learning.
The purpose of developing blended learning is to combine the best characteristics of classroom learning (face-to-face) and the best features of online learning to increase active independent learning by students and reduce the amount of face-to-face time in class.Blended courses are focused on changing the form of classical learning so that students are more active in studying learning materials inside and outside the classroom.The ultimate goal is to increase students' understanding of the learning material indicated by the increase in the value of the subject.The purpose of using blended learning, according to Smith and Hill (2019), serves to (1) help students to develop better in the learning process in accordance with learning styles and preferences in learning; (2) provide practical-realistic opportunities for teachers and students for independent, useful and growing learning and (3) increase learning flexibility for students, by combining the best aspects of face-to-face and online learning.
The spirit of learning can be owned by increasing motivation to learn.Learning motivation is a driving force that makes someone engaged in learning so that they will learn simultaneously inside and outside the classrooms (Bouilheres et al., 2020;Francis & Shannon, 2013).Low motivation can cause low success in learning so that it will lower student achievement (Tang et al., 2022).The emergence of motivation in learning must be encouraged in various ways so that the interest that is emphasized in learning is built from the interests that already exist in students, although the influence of learning strategies can affect learning outcomes, but it becomes an inseparable complement.The spirit of learning the subject of Network Service Technology is the potential possessed by students to carry out learning activities responsibly that is driven by self-motivation in order to achieve optimal student success.Learning motivation arises due to intrinsic factors, namely in the form of desire and desire to succeed and the encouragement of learning needs and extrinsic factor considered the recognition of a conducive, comfortable and interesting learning environment (Hornstra et al., 2015).Learning motivation is essentially an internal and external encouragement to students with supporting indicators.This kind of encouragement has a big role for a person's success in learning.
Indicators that affect learning motivation are as follows: 1) There is a desire and desire to succeed.2) There is encouragement and need in learning.3) There are hopes and aspirations for the future.4) There is appreciation, there are interesting activities in learning, and 5) There is a conducive learning environment.

METHOD
This research uses quantitative approach as a process of finding knowledge that uses data in the form of numbers as a tool to analyze specific information (Creswell, 2012).This study employs a quasiexperimental design by manipulating at least one independent variable, and another relevant variable as a control variable, and observes its effect on one or more dependent variables.The independent variable is also called the experimental variable, the variable that causes it or the variables in its use can cause differences to other variables.
This study involved three variables, namely the independent variable, the moderator variable and the dependent variable.Cohen et al. (2007) assert that the independent variable is a variable whose value affects other variables, namely the dependent variable.The independent variable in this study includes the blended learning method.The dependent variable is a variable whose value depends on the value of other variables.
The dependent variable in this study is students' writing ability, this is because this variable is related because the conditions or variations are related and influenced by variations of other variables, especially from the independent variable, namely the blended learning model.The moderator variable is a variable that also affects the dependent variable, but in this study the influence is not prioritized.The moderator variable here is learning motivation, this variable is the intermediary variable between the independent variable and the dependent variable which explains the relationship between the two variables (the independent variable is the blended learning model and the dependent variable is the learning motivation).The relationship between variables in this study can be seen in Figure 1.

FINDING AND DISCUSSION
To determine the level of students' motivation on the subject of English, a questionnaire was given, then the distributed questionnaire was tested to determine the level of validity and reliability of the questionnaire.The validity test of the learning motivation questionnaire instrument is presented in the appendix.
The results of the instrument testing in appendix (Learning Model Class Face-to-face learning & Blended learning) show that a significant level of 5% of all instrument items used obtain a correlation coefficient value greater than the R table value with a Product Moment of 0.361, so it can be concluded that it is said that the questionnaire instrument in this study is valid.
The reliability test is used to determine the level of reliability of the measuring instrument used, the higher the reliability value, the better the measuring instrument used is to be used in further research or in a different place.The results of data reliability testing in detail are presented in table 1: The results of reliability testing in the two tables above show that the value of the reliability coefficient of the variable used is greater than the r-table value of 0.6, so the results of the respondents' answers are reliable.The 2-way ANOVA test (Two-way ANOVA) was employed to determine the interaction between the blended learning model or face-to-face learning model with students who have high, medium, and low motivation, pretest prerequisite tests were conducted, namely normality and homogeneity.

Table 2. Tests of Normality
If the value of Sig.> 0.05, then the standard residual value is normal.From this data, it appears that the learning model variable has 2 categorical levels, while the learning motivation variable has three categorical levels.From this table, it can be seen that the average value (Mean) of students' writing ability based on the learning model and students' motivation is the average value of students' writing ability who are taught using the face-to-face model and have low motivation is 48 with a total of 5 students.The average value of students' writing ability who are taught using the face-to-face model and have moderate motivation is 66 with 18 students.The average value of students' writing ability who are taught using the face-to-face model and have high motivation is 65.71 with a total of 7 students.The average value of students' writing ability who are taught using the Blended learning model and have moderate motivation is 79.17 with a total of 6 students.
The average value of students' writing skills who are taught using the Blended learning model and have high motivation is 84.71 with a total of 24 students.1. Obtained the value of Sig.As much as 0.000 <0.05, so it can be concluded that "there is significant effect on students' writing ability and the learning model".
2. Obtained the value of Sig.As much as 0.000 <0.05, so it can be concluded that "there is significant effect on students' writing ability and students' motivation".
3. Obtained the value of Sig.Amounting to 0.623 > 0.005, so it can be concluded that "there is no interaction between learning models, students' motivation and writing ability".
The research evidence above is empirical support for the effectiveness of blended learning in English subjects in the context of developing student learning motivation and writing ability.This indicate that the current findings are In line with Shapley et al. (2011) who reported that technology immersion positively contributes to students' technology proficiency and active engagement in classroom activities.Based on the result, blended learning is recommended in a variety of subjects, to make learning more efficient, accessible, and improve students' ability to apply information technology (Li et al., 2020).Behind the success of proving the effectiveness of blended learning in this study, there is a weakness that can reduce the validity of this study.
First, the research time is relatively short because it follows the school's academic calendar.As a result, the topic of text used in blended learning is relatively limited.To apply blended learning, it is very important to find the characteristics of the learning material, so that the learning material is suitable for online and face-toface learning.This identification has not been done comprehensively and automatically not all text topics have been taught with blended learning.Second, in this study, students' learning styles were not considered in the design and application of blended learning.Each student has their learning style that may be suitable for blended learning.

Figure 1 .
Figure 1.Relationship of variables

Table 1 .
The Results of Data Reliability testing

Table 3 .
Levenes's Test of Equality of Error VariancesBased on Levene's test table (Test of Homogeneity) obtained the value of Sig. of 0.817, because the value of Sig.0.817 > 0.05, it can be concluded that the variable variance of students' writing ability is homogeneous.So that the assumption of homogeneity in the two-way ANOVA test is fulfilled.

Dependent Variable : Students' Writing Ability Levene's Test of Equality of Error Variancesᵃ Tests the null hypothesis that the error variance of a. Design : Intercept + Model + Motivations + ModelTable 4 .
Level of Learning Motivation

Table 5 .
The Calculation of Mean Score, Standard Deviation from control and experiment class.

Table 6 .
Tests of between Subjects Effects